Plant Protectors: Jubail Air Pollution Solution
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we build a special house for plants in Jubail to keep them safe from dirty air, while still giving them sunshine and water?Essential Questions
Supporting questions that break down major concepts.- What do plants need to be healthy?
- What is air pollution and where does it come from?
- How does air pollution hurt plants?
- What materials can protect plants?
- How can we let good things in and keep bad things out?
- How can we test if our invention works?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Identify the needs of plants (light, water, air).
- Understand what air pollution is and its sources.
- Explain the effects of air pollution on plant health.
- Explore materials that can protect plants from pollution.
- Design a plant shelter that allows light and water in while blocking pollution.
- Test and evaluate the effectiveness of a plant shelter design.
- Collaborate with peers to brainstorm, design, and build a prototype.
- Communicate the design and testing results to an audience.
- Apply the engineering design process (ask, imagine, plan, create, test, improve).
Entry Events
Events that will be used to introduce the project to studentsThe Sick Plant Mystery
The teacher dramatically unveils a wilting plant covered in a suspicious 'smog', contrasting it with a vibrant, healthy plant. Students then engage in a 'plant hospital' activity, diagnosing the problem and brainstorming ways to help the sick plant, immediately connecting to the project's core challenge of protecting plants from pollution.Air Pollution Detectives
A local environmental scientist visits the classroom, bringing air quality testing equipment and showing real-time pollution levels near the school. This expert then challenges the students to become 'plant protectors' and design solutions to help plants thrive despite the pollution, providing a direct link to student experience and expert knowledge.The City Plant Rescue
The teacher reads a story about plants in a polluted city, highlighting their struggles and the innovative solutions people have created to help them. Afterwards, students participate in a collaborative art project, drawing their own 'plant-saving inventions', fostering creative problem-solving and addressing the project's goal of designing plant shelters.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Pollution Cloud Creators
Students will participate in a class discussion about air pollution, its causes, and where it comes from. They will then create a simple 'pollution cloud' to visually represent it.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA drawing or construction paper cutout of a pollution cloud, labeled with sources of air pollution discussed in class (cars, factories).Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Understand what air pollution is and its sources.Plant Health Observers
Using two plants (one exposed to simulated pollution and one not), students will observe and document the differences in their health over a week.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA simple chart comparing the health of two plants (one 'polluted,' one 'clean') based on observations over a week, noting differences in leaf color, stem strength, etc.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Explain the effects of air pollution on plant health.Pollution Blocking Material Testers
Students will experiment with different materials to see which ones can block 'pollution' (e.g., spraying water with colored dye) while still allowing light to pass through.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA collection of tested materials with notes on their effectiveness in blocking 'pollution' and allowing light to pass through. Materials could include plastic wrap, paper, fabric, etc.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Explore materials that can protect plants from pollution.Plant Shelter Designers
Students will design their own plant shelter using the information gathered in previous activities. They will draw their design and label the materials they plan to use.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed drawing of a plant shelter design, labeled with the materials to be used and explanations of how it will protect the plant from pollution while allowing light and water to enter.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Design a plant shelter that allows light and water in while blocking pollution.Plant Needs Portrait
Students will create a visual representation of a plant and label its basic needs.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA labeled drawing or collage of a plant with clear indications of its need for sunlight, water, and clean air.Alignment
How this activity aligns with the learning objectives & standardsLearning Goal: Identify the needs of plants (light, water, air).Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioKindergarten Plant Protector Rubric
Understanding Plant Needs
This category assesses the student's ability to visually represent a plant and accurately label its basic needs.Plant Needs Identification
Accuracy of identifying and labeling plant needs (sunlight, water, air).
Exemplary
4 PointsAll three plant needs (sunlight, water, and air) are accurately identified and clearly labeled on the drawing or collage.
Proficient
3 PointsMost plant needs (sunlight, water, and air) are accurately identified and labeled on the drawing or collage.
Developing
2 PointsSome plant needs are identified, but labels may be missing or inaccurate.
Beginning
1 PointsStruggles to identify and label plant needs. The drawing or collage is incomplete or inaccurate.
Visual Representation
Clarity and detail of the visual representation of the plant and its needs.
Exemplary
4 PointsThe drawing or collage is exceptionally detailed and clearly represents the plant and its needs. Visual elements enhance understanding.
Proficient
3 PointsThe drawing or collage is detailed and clearly represents the plant and its needs.
Developing
2 PointsThe drawing or collage shows a basic representation of the plant and some of its needs, but lacks detail.
Beginning
1 PointsThe drawing or collage is rudimentary and does not clearly represent the plant or its needs.
Understanding Pollution Sources
This category assesses the student's understanding of air pollution sources and their ability to represent them visually.Depiction of Pollution Sources
Accuracy in representing pollution sources discussed in class.
Exemplary
4 PointsThe pollution cloud accurately depicts multiple sources of air pollution discussed in class, demonstrating a deep understanding of the topic.
Proficient
3 PointsThe pollution cloud accurately depicts most of the sources of air pollution discussed in class.
Developing
2 PointsThe pollution cloud depicts some sources of air pollution, but may miss key examples discussed in class.
Beginning
1 PointsThe pollution cloud does not accurately depict sources of air pollution or lacks labels.
Clarity and Organization
Clarity and organization of the pollution cloud and its labels.
Exemplary
4 PointsThe pollution cloud is exceptionally clear, well-organized, and easy to understand. Labels are neatly presented and informative.
Proficient
3 PointsThe pollution cloud is clear, well-organized, and easy to understand. Labels are neatly presented.
Developing
2 PointsThe pollution cloud is somewhat disorganized or difficult to understand. Labels may be unclear or missing.
Beginning
1 PointsThe pollution cloud is disorganized and difficult to understand. Labels are missing or illegible.
Observing Plant Health
This category assesses the student's ability to observe and record plant health and understand the impact of pollution.Observation and Recording
Accuracy and detail in observing and recording differences between the two plants.
Exemplary
4 PointsThe chart meticulously records detailed observations of both plants, highlighting subtle differences in leaf color, stem straightness, and overall health with insightful comments.
Proficient
3 PointsThe chart accurately records clear observations of both plants, highlighting differences in leaf color, stem straightness, and overall health.
Developing
2 PointsThe chart records basic observations of both plants, but may lack detail or accuracy in describing the differences.
Beginning
1 PointsThe chart is incomplete or inaccurate, failing to record clear observations of the plants or the differences between them.
Understanding Pollution's Effects
Understanding of how pollution affected the 'polluted' plant, as evidenced by the chart and any accompanying notes.
Exemplary
4 PointsThe chart and accompanying notes demonstrate a sophisticated understanding of how pollution affected the plant's health, drawing clear connections between the simulated pollution and observed symptoms.
Proficient
3 PointsThe chart and accompanying notes demonstrate a clear understanding of how pollution affected the plant's health.
Developing
2 PointsThe chart and accompanying notes suggest a basic understanding of how pollution may have affected the plant's health, but may lack specific evidence or explanations.
Beginning
1 PointsThe chart and accompanying notes fail to demonstrate an understanding of how pollution affected the plant's health.
Testing Pollution Blocking Materials
This category evaluates the student's ability to test materials for pollution blockage and light transmission.Material Testing and Recording
Effectiveness of material testing and recording of results (blocking pollution, allowing light).
Exemplary
4 PointsThe student systematically tests a wide range of materials, accurately records detailed results, and offers insightful analysis of each material's effectiveness in blocking pollution while allowing light to pass through.
Proficient
3 PointsThe student tests several materials and accurately records results on their effectiveness in blocking pollution and allowing light to pass through.
Developing
2 PointsThe student tests a few materials, but the recording of results may be incomplete or lack detail.
Beginning
1 PointsThe student struggles to test materials effectively and record results accurately.
Material Variety and Appropriateness
Variety and appropriateness of materials tested.
Exemplary
4 PointsThe student explores a diverse range of materials, thoughtfully selecting those most likely to balance pollution blockage and light transmission, demonstrating excellent resourcefulness and problem-solving skills.
Proficient
3 PointsThe student tests a variety of appropriate materials.
Developing
2 PointsThe student tests a limited range of materials, some of which may not be appropriate for the task.
Beginning
1 PointsThe student tests very few materials, and they may not be appropriate for the task.
Designing Plant Shelters
This category assesses the student's ability to design a plant shelter and explain its effectiveness.Design Clarity and Detail
Clarity and detail in the plant shelter design drawing.
Exemplary
4 PointsThe plant shelter design is exceptionally detailed, demonstrating a sophisticated understanding of structural elements and aesthetic considerations. The drawing showcases advanced artistic skill and precision.
Proficient
3 PointsThe plant shelter design is detailed and clearly shows the shelter's structure and materials.
Developing
2 PointsThe plant shelter design is somewhat basic and lacks detail in its representation of the shelter's structure and materials.
Beginning
1 PointsThe plant shelter design is rudimentary and lacks clear representation of the shelter's structure or materials.
Design Effectiveness Explanation
Effectiveness of the design in protecting the plant from pollution while allowing light and water to enter, as explained in the labels.
Exemplary
4 PointsThe labels comprehensively and persuasively explain how the design effectively protects the plant from pollution while ingeniously allowing light and water to enter, demonstrating exceptional problem-solving and innovative thinking.
Proficient
3 PointsThe labels clearly explain how the design protects the plant from pollution while allowing light and water to enter.
Developing
2 PointsThe labels provide some explanation of how the design protects the plant, but may lack clarity or completeness.
Beginning
1 PointsThe labels provide little or no explanation of how the design protects the plant.